Value and purpose of reflective practice
Change is the only constant feature of life. Life seems stagnated if change is unaccepted. Osterman and Kottkamp, (1993) mention awareness as the first step towards change. To bring significant modification in work or essentially, behavioural change, it is vital, firstly to be aware of the context and secondly, the probable intention to select a precise situation to reflect.
Frequently, educators reflect on their current work and their planning with a view to make changes to suit the learner and the statutory requirements. On critical reflection, teachers would systematically contemplate the challenges and thus in return would be able to deduce solutions, amend policies and avoid iterating mistakes.
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...th (Larrivees) thought that((Becoming a reflective practitioner means perpetually growing and expanding, opening up to a greater range of possible choices and responses to classroom situations and individual student behaviours)).Although tricky and tiring following it unfailingly would be beneficial.
Finally, after analysing the models, I am inclined towards (Schons) model of reflection over (Gibbs) model due to its flexibility to reflect while being in action and after completion of the action too. Moreover, Schons reflection-in- action would allow spontaneity after the experience of surprise, while reflection-on-action would provide space to reflect and resolve underlying problems which go unnoticed in the routine. A deep reflection definitely would lead me to gain professional artistry and increasing professional confidence too which is rarely seen in Gibbs model.
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